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The Traditional Humanist in Conflict with the Liberal Ideologue

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The Traditional Humanist in Conflict with the Liberal Ideologue University of Massachusetts Amherst ScholarWorks@UMass Amherst Doctoral Dissertations 1896 - February 2014 1-1-1986 A history of liberal education and liberalism : the traditional humanist in conflict with the liberal ideologue. Richard A. Farrell University of Massachusetts Amherst Follow this and additional works at: https://scholarworks.umass.edu/dissertations_1 Recommended Citation Farrell, Richard A., "A history of liberal education and liberalism : the traditional humanist in conflict with the liberal ideologue." (1986). Doctoral Dissertations 1896 - February 2014. 4079. https://scholarworks.umass.edu/dissertations_1/4079 This Open Access Dissertation is brought to you for free and open access by ScholarWorks@UMass Amherst. It has been accepted for inclusion in Doctoral Dissertations 1896 - February 2014 by an authorized administrator of ScholarWorks@UMass Amherst. For more information, please contact [email protected]. A HISTORY OF LIBERAL EDUCATION AND LIBERALISM: THE TRADITIONAL HUMANIST IN CONFLICT WITH THE LIBERAL IDEOLOGUE A Dissertation Presented By RICHARD A. FARRELL Submitted to the Graduate School of the University of Massachusetts in partial fulfillment of the requirements for the degree of DOCTOR OF EDUCATION February 1986 EDUCATION All Rights Reserved Richard A Farrell A HISTORY OF LIBERAL EDUCATION AND LIBERALISM: THE TRADITIONAL HUMANIST IN CONFLICT WITH THE LIBERAL IDEOLOGUE A Dissertation Presented By RICHARD A. FARRELL )rovec^^y to ^le and content by: David Schuman, Chairperson of Committee f UnMJt William Kornegay, Member Richard Trousdell, Member School of Education To Hannah Arendt, who helped me to see the world through fresh eyes. ACKNOWLEDGMENTS I first acknowledge David Schuman's contribution. I cannot imagine having initiated--let alone completed--this dissertation without the benefit of David's insights, humor, care, and his uncanny knack for knowing the right words to say at the right moment. I am also deeply grateful to Patricia Sweetser who overwhelmed me by generously offering to edit this manuscript and then with intelligence, wit, and charm convinced me that my argument would be stronger if there were less of it. I would like to thank my fellow students, particularly Lucy Nylund, Judy Siciliano, Jacqueline Smethurst, and Lee Totten, whose projects enriched my own. Next, I would like to thank William Kornegay and Richard Trousdell for their help as members of my committee. Bill's knowledge of the history of education was invaluable as was his generosity with his personal library. Dick boyd me up by his interest in the project and his helpful suggestions and criticisms along the way. Several other friends also gave much needed help. Dennis Rader and Phyllis Rodin helped tremendously by simply believing in me. Along with Dennis, Kathy Dardeck, Charlie Creekmore, and Lisa Wright formed an emergency typing pool to finish an earlier draft. And Quinton Baker opened his home for my use as an office and was understanding of my problems despite facing more severe ones of his own. Finally, I thank Bernie McDonald for guiding me through the last obstacles to completion, typing the final draft, and making it all as easy as possible. V ABSTRACT A History of Liberal Education and Liberalism: The Traditional Humanist in Conflict with the Liberal Ideologue (February 1986) Richard A. Farrell, University of Wisconsin M.Ed., Ed.D., University of Massachusetts Directed by: Professor David Schuman In this century much has been written about the "search for a common learning" and whether or not the liberal tradition should be buried or can be revived. This dissertation shows that there are in fact two liberal traditions and our discussion of these issues have been confused by our failure to distinguish between the two. One liberal tradition is essentially educational in nature, inspired by the life of ancient Greece and formalized for centuries as the liberal arts. The second is essentially political in nature and stems from the thought of John Locke and the philosophes of the Enlightenment. The two traditions have been in conflict over the course of this country's history, the former attempting to preserve a traditional sense of liberal education and the latter serving to reshape the ideal of liberal education to fit the tenets of liberalism. VI The dissertation shows that the two traditions have become confused through the rise of liberalism and its success in shaping the structure of higher education and educational thought through the university movement in the last century and the progressive education movement in this century. The dissertation traces the history of both liberal traditions and shows how the tenets of liberalism have come to permeate present day discussions about liberal education. The world views of the ancient Greeks, Renaissance humanists, American Puritans, and American liberals are compared and contrasted, with a particular emphasis on the relationship between Puritanism and liberalism. The Puritans initiated and maintained their version of liberal education for over two-hundred years and it was this curious situation that made liberalism seem, in comparison, to represent the "true" vision of liberal education. Like the Puritans, liberals have reconstructed the concept of liberal education to suit their own purposes, and this reconstruction is examined. The dissertation concludes with suggestions to traditional humanists for reviving the humanist ideal of liberal education. The point is made that rather than concentrating upon plans for shared learning humanists must first recreate a common language with which to discuss liberal education and, to avoid confusion this language must be distinguished from that of liberalism. vii TABLE OF CONTENTS DEDICATION . i V ACKNOWLEDGMENTS . V ABSTRACT . vi INTRODUCTION . 1 CHAPTER I LIBERALISM AND THE LOST MEANING OF LIBERAL EDUCATION 12 The Problem of Meaning in Our Time . 13 Meaning and the Humanist Perspective on Liberal Education . 17 Liberal Education and Liberalism . 22 Liberal Education Trapped Within the Liberal Mind . 28 The Confused Humanist . 39 A Gap in the Literature . 48 Summary . 52 II THE GREEK SPIRIT OF LIBERAL EDUCATION . 57 Interpreting the Hellenic Spirit. 58 The Spirit and Form of Liberal Education.. 71 Summary . 80 Ill HUMANISM AND CALVINISM: THE GREEK SPIRIT FOUND AND LOST . 84 lY PURITANICAL HUMANISM: THE FOUNDING OF LIBERAL EDUCATION IN AMERICA . 98 A Learned Clergy and a Lettered People . 100 The Problem of Human Nature . 103 . 106 Reason . The Purpose of Harvard College . no . 119 Conclusion . vii i CHAPTER V LIBERALIZING LIBERAL EDUCATION . 122 John Locke and the Enlightenment Theory of Progress.. John Locke: Progenitor of the Modern Liberal Mind.124 Liberalism and the Theory of Progress.127 Liberalism in the Young Republic . 129 Higher Education Before the Civil War . 135 The Dilenma of the Liberal Reformers.139 The Eliot Period—1869-1909 145 Liberal Education in the Aftermath of the University Movement . 156 John Dewey and Liberal Education . 163 General Education . 169 Denouement.177 CONCLUSION: HINTS FOR WOULD-BE HUMANISTS . 187 BIBLIOGRAPHY . 197 IX INTRODUCTION If we hope to live not just from moment to moment, but in true consciousness of our existence, then our greatest need and most difficult achievement is to find meaning in our lives. It is well known how many have lost the will to live, and have stopped trying, because such meaning has evaded them. An understanding of the meaning of one's life is not suddenly acquired at a particular age, not even when one has reached chronological maturity. On the contrary, gaining a secure understanding of what the meaning of one's life may or ought to be-- this constitutes having attained psychological maturity. Bruno Bettelheim The debate about technical training versus liberal arts really misses the point. We need to rethink the whole idea of what education adds to--or subtracts from—any single person. It is time that a college education provides a chance for a student to really begin and practice what the student thinks best. David Schuman This study is motivated by the belief that education should help the individual develop a meaningful perspective on his or her own life. We are familiar with the critiques of modern Western society, the emphasis on the alienation of the individual, the "future shock of rapidly expanding knowledge, the breakdown of traditional ties. It seems that individuals are more than ever in need of help in finding meaning in their lives and that despite all of our talk of meeting student needs, we concentrate least upon this one. As elusive as the 1 2 question of meaning is, we can consider the ways in which education either adds to or subtracts from the individual's sense of meaning. When speaking of meaning in relation to education we often refer to "liberal education." About 150 years ago this term had a meaning that was generally shared by those who discussed education; however, this meaning has been become muddled through the numerous adaptations of the concept to the circumstances of twentieth century life. Even so, the promise of liberal education is often articulated by educators, a promise that one is better off developing a general knowledge rather than a specialized one, for gradually this general knowledge will become integrated into a meaningful perspective on life. Though this integration is the most problematic step of the process, educators give it little attention. We seem to assume that with maturity we will
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